1. Copyright © 2009 Pearson Education, Inc. PowerPoint Lectures for Biology: Concepts & Connections, Sixth Edition Campbell, Reece, Taylor, Simon, and Dickey Chapter 13 How Populations Evolve Lecture by Joan Sharp

4. Haltere

8. Copyright © 2009 Pearson Education, Inc. Introduction: Clown, Fool, or Simply Well Adapted?  What is an adaptation? –Behavioral adaptations –Structural adaptations –Biochemical adaptations –Physiological adaptations

9. DARWIN’S THEORY OF EVOLUTION Copyright © 2009 Pearson Education, Inc.

10. 13.1  Prior to the 1700’s – 2 dominating ideas 1. Earth and species were unchanging 2. Earth was about 6,000 years

11. What is your definition of evolution?

12.  In the century prior to Darwin, the study of fossils suggested that species had changed over time Copyright © 2009 Pearson Education, Inc. 13.1

13. Copyright © 2009 Pearson Education, Inc. 13.1  Jean Baptiste Lamarck suggested that life on Earth evolves  His proposed mechanisms: –Use and disuse –Inheritance of acquired characteristics

14. 13.1 Darwin’s voyage  Graduated from Cambridge University in England  Studied the clergy and botany  Worked on the HMS Beagle to chart the South American Coast.  Collected fossils, plants and animals

17. North America ATLANTIC OCEAN Great Britain Brazil The Galápagos Islands PACIFIC OCEAN Pinta Marchena Genovesa Santiago Fernandina Pinzón Isabela San Cristobal Española Florenza Daphne Islands Santa Cruz Santa Fe 40 miles Equator 40 km 0 0 Europe Africa South America Andes Argentina Cape Horn Cape of Good Hope PACIFIC OCEAN Equator New Zealand Australia Tasmania

18. The Galápagos Islands PACIFIC OCEAN Pinta Marchena Genovesa Santiago Fernandina Pinzón Isabela San Cristobal Española Florenza Daphne Islands Santa Cruz Santa Fe 40 miles Equator 40 km 0 0

19.  Darwin was influenced by Lyell’s Principles of Geology  He came to realize that the Earth was very old and that, over time, present day species have arisen from ancestral species by natural processes Copyright © 2009 Pearson Education, Inc. 13.1

20.  In 1859, Darwin published On the Origin of Species by Means of Natural Selection with his idea of evolution:  Present day species arose from a succession of ancestors called “descent with modification” through a process of natural selection Copyright © 2009 Pearson Education, Inc. 13.1

21.  Darwin observed that –Organisms produce more offspring than the environment can support –Organisms vary in many traits Copyright © 2009 Pearson Education, Inc. 13.2 Natural Selection

22.  Thomas Malthus  Human populations increase faster than the available resources  Disease, famine, war keep populations from growing too large

23.  Darwin reasoned that traits that increase their chance of surviving and reproducing in their environment tend to leave more offspring than others  As a result, favorable traits accumulate in a population over generations Copyright © 2009 Pearson Education, Inc. 13.2

24.  Darwin found convincing evidence for his ideas in the results of artificial selection, the selective breeding of domesticated plants and animals Copyright © 2009 Pearson Education, Inc. 13.2 Artificial Selection

25. Terminal bud Lateral buds Leaves Kale Stem Brussels sprouts Cauliflower Cabbage Kohlrabi Wild mustard Flower clusters Flowers and stems Broccoli

26.  Note these important points –Individuals do not evolve: populations evolve –Natural selection can amplify or diminish only heritable traits; acquired characteristics cannot be passed on to offspring –Evolution is not goal directed and does not lead to perfection; favorable traits vary as environments change Copyright © 2009 Pearson Education, Inc. 13.2

27.  Will natural selection act on variation in hair style in a human population? Copyright © 2009 Pearson Education, Inc. 13.2

28.  Will natural selection act on tongue rolling in a human population? (Note: Tongue rolling is an inherited trait, caused by a dominant allele) Copyright © 2009 Pearson Education, Inc. 13.2

29.  Will natural selection act on eye number in a human population? Copyright © 2009 Pearson Education, Inc. 13.2

30.  Rosemary and Peter Grant have worked on Darwin’s finches in the Galápagos for over 20 years –In wet years, small seeds are more abundant and small beaks are favored –In dry years, large strong beaks are favored because large seeds remain Copyright © 2009 Pearson Education, Inc. 13.3 Scientists can observe natural selection in action

31.  Development of pesticide resistance in insects –Initial use of pesticides favors those few insects that have genes for pesticide resistance –With continued use of pesticides, resistant insects flourish and vulnerable insects die –Proportion of resistant insects increases over time Copyright © 2009 Pearson Education, Inc. 13.3

32. Chromosome with allele conferring resistance to pesticide Additional applications will be less effective, and the frequency of resistant insects in the population will grow Survivors Pesticide application

33.  The fossil record shows that organisms have evolved in a historical sequence –The oldest known fossils are prokaryote cells –The oldest eukaryotic fossils are a billion years younger –Multicellular fossils are even more recent Copyright © 2009 Pearson Education, Inc. 13.4

34. Tappania, a unicellular eukaryote

35. Dickinsonia costata 2.5 cm

36. A Skull of Homo erectus

37. B Ammonite casts

38. C Dinosaur tracks

39. D Fossilized organic matter of a leaf

40. E Insect in amber

41. F “Ice Man”

43.  Many fossils link early extinct species with species living today –A series of fossils documents the evolution of whales from a group of land mammals Copyright © 2009 Pearson Education, Inc. 13.4

44. Pelvis and hind limb Rhodocetus (predominantly aquatic) Pakicetus (terrestrial) Dorudon (fully aquatic) Balaena (recent whale ancestor) Pelvis and hind limb

45. 13.5 A mass of other evidence reinforces the evolutionary view of life  Biogeography, the geographic distribution of species, suggested to Darwin that organisms evolve from common ancestors –Darwin noted that animals on islands resemble species on nearby mainland more closely than they resemble animals on similar islands close to other continents Copyright © 2009 Pearson Education, Inc.

46. 13.5 A mass of other evidence reinforces the evolutionary view of life  Comparative anatomy is the comparison of body structures in different species  Homology is the similarity in characteristics that result from common ancestry –Vertebrate forelimbs Copyright © 2009 Pearson Education, Inc.

47. Humerus Radius Ulna Carpals Metacarpals Phalanges HumanCatWhaleBat

48.  Which of the following pairs are homologous structures? –Human limb and whale flipper –Insect wing and bat wing –Human thumb and chimpanzee thumb Copyright © 2009 Pearson Education, Inc. 13.5

49.  Which of the following are homologous structures? –Oak leaf and oak root –Oak leaf and lichen –Oak leaf and maple leaf –There are no homologous plant structures Copyright © 2009 Pearson Education, Inc. 13.5 A mass of other evidence reinforces the evolutionary view of life

50.  Comparative embryology is the comparison of early stages of development among different organisms –Many vertebrates have common embryonic structures, revealing homologies –When you were an embryo, you had a tail and pharyngeal pouches (just like an embryonic fish) Copyright © 2009 Pearson Education, Inc. 13.5 A mass of other evidence reinforces the evolutionary view of life

51. Pharyngeal pouches Post-anal tail Chick embryo Human embryo

52.  Some homologous structures are vestigial organs –For example, the pelvic and hind-leg bones of some modern whales Copyright © 2009 Pearson Education, Inc. 13.5

53. Pelvis and hind limb Rhodocetus (predominantly aquatic) Pakicetus (terrestrial) Dorudon (fully aquatic) Balaena (recent whale ancestor) Pelvis and hind limb

54.  Molecular biology: Comparisons of DNA and amino acid sequences between different organisms reveal evolutionary relationships –All living things share a common DNA code for the proteins found in living cells –We share genes with bacteria, yeast, and fruit flies Copyright © 2009 Pearson Education, Inc. 13.5

55. Thorax HeadAbdomen 0.5 mm Dorsal Ventral Right Posterior Left Anterior BODY AXES (a) Adult

56.  Darwin was the first to represent the history of life as a tree Copyright © 2009 Pearson Education, Inc. 13.6 The Evolutionary Tree

58.  Homologous structures and genes can be used to determine the branching sequence of an evolutionary tree Copyright © 2009 Pearson Education, Inc. 13.6

59. Tetrapod limbs Amnion Lungfishes Feathers Amphibians Mammals Lizards and snakes 2 Hawks and other birds Ostriches Crocodiles 1 3 4 5 6 Amniotes Tetrapods Birds

60. THE EVOLUTION OF POPULATIONS Copyright © 2009 Pearson Education, Inc.

61. 13.7 Populations are the units of evolution  A population is a group of individuals of the same species living in the same place at the same time  Evolution is the change in heritable traits in a population over generations  Populations may be isolated from one another (with little interbreeding), or individuals within populations may interbreed Copyright © 2009 Pearson Education, Inc.

63.  A gene pool is the total collection of genes in a population at any one time  Microevolution is a change in the relative frequencies of alleles in a gene pool over time Copyright © 2009 Pearson Education, Inc. 13.7 Populations are the units of evolution

64.  Population genetics studies how populations change genetically over time  The modern synthesis connects Darwin’s theory with population genetics Copyright © 2009 Pearson Education, Inc. 13.7

65.  Mutation, or changes in the nucleotide sequence of DNA, is the ultimate source of new alleles –Occasionally, mutant alleles improve the adaptation of an individual to its environment and increase its survival and reproductive success (for example, DDT resistance in insects) Copyright © 2009 Pearson Education, Inc. 13.8 Mutation and sexual reproduction produce genetic variation, making evolution possible

66.  Chromosomal duplication is an important source of genetic variation –If a gene is duplicated, the new copy can undergo mutation without affecting the function of the original copy –For example, an early ancestor of mammals had a single gene for an olfactory receptor –The gene has been duplicated many times, and humans now have 1,000 different olfactory receptor genes Copyright © 2009 Pearson Education, Inc. 13.8 Mutation and sexual reproduction produce genetic variation, making evolution possible

67.  Sexual reproduction shuffles alleles to produce new combinations –Homologous chromosomes sort independently as they separate during anaphase I of meiosis –During prophase I of meiosis, pairs of homologous chromosomes cross over and exchange genes –Further variation arises when sperm randomly unite with eggs in fertilization Copyright © 2009 Pearson Education, Inc. 13.8 Mutation and sexual reproduction produce genetic variation, making evolution possible

68. Parents Offspring, with new combinations of alleles Gametes Meiosis  and A1A1 Random fertilization A1A1 A2A2 A3A3 A1A1 A2A2 A3A3 A3A3 A1A1 A2A2 A1A1

69.  How many possible combinations of chromosomes are possible in a human sperm or egg due to independent assortment during meiosis? –23 combinations –46 combinations –23 2 = 529 combinations –2 23 = ~ 8 million combinations Copyright © 2009 Pearson Education, Inc. 13.8 Mutation and sexual reproduction produce genetic variation, making evolution possible

70. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving  Sexual reproduction alone does not lead to evolutionary change in a population –Although alleles are shuffled, the frequency of alleles and genotypes in the population does not change –Similarly, if you shuffle a pack of cards, you’ll deal out different hands, but the cards and suits in the deck do not change Copyright © 2009 Pearson Education, Inc.

71.  The Hardy Weinberg principle states that allele and genotype frequencies within a sexually reproducing, diploid population will remain in equilibrium unless outside forces act to change those frequencies Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

72.  Imagine that there are two alleles in a blue-footed booby population: W and w –W is a dominant allele for a nonwebbed booby foot –w is a recessive allele for a webbed booby foot Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

73. Webbing No webbing

74.  Consider the gene pool of a population of 500 boobies –320 (64%) are homozygous dominant (WW) –160 (32%) are heterozygous (Ww) –20 (4%) are homozygous recessive (ww) Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

75. Phenotypes 320 ––– 500 Genotypes Number of animals (total = 500) Genotype frequencies Number of alleles in gene pool (total = 1,000) Allele frequencies WW Ww ww 320160 20 = 0.64 160 ––– 500 = 0.32 20 ––– 500 = 0.04 40 w160 W + 160 w 640 W 800 1,000 = 0.8 W 200 1,000 = 0.2 w

76.  Frequency of dominant allele (W) = 80% = p –80% of alleles in the booby population are W  Frequency of recessive allele (w) = 20% = q –20% of alleles in the booby population are w Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

77.  Frequency of all three genotypes must be 100% or 1.0 –p 2 + 2pq + q 2 = 100% = 1.0 –homozygous dominant + heterozygous + homozygous recessive = 100% Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

78.  What about the next generation of boobies? –Probability that a booby sperm or egg carries W = 0.8 or 80% –Probability that a sperm or egg carries w = 0.2 or 20% Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

79. Gametes reflect allele frequencies of parental gene pool W egg p = 0.8 Sperm w egg q = 0.2 W sperm p = 0.8 Eggs Allele frequencies Genotype frequencies Next generation: w sperm q = 0.8 WW p 2 = 0.64 ww q 2 = 0.04 wW qp = 0.16 Ww pq = 0.16 0.64 WW0.32 Ww 0.04 ww 0.8 W0.2 w

80.  What is the probability of a booby chick with a homozygous dominant genotype (WW)?  What is the probability of a booby chick with a homozygous recessive genotype (ww)?  What is the probability of a booby chick with a heterozygous genotype (Ww)? Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

81.  If a population is in Hardy-Weinberg equilibrium, allele and genotype frequencies will not change unless something acts to change the gene pool Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

82.  For a population to remain in Hardy-Weinberg equilibrium for a specific trait, it must satisfy five conditions: 1.Very large population 2.No gene flow between populations 3.No mutations 4.Random mating 5.No natural selection Copyright © 2009 Pearson Education, Inc. 13.9 The Hardy-Weinberg equation can be used to test whether a population is evolving

83.  Public health scientists use the Hardy-Weinberg equation to estimate frequencies of disease- causing alleles in the human population  One out of 3,300 Caucasian newborns in the United States have cystic fibrosis –This disease, which causes digestive and respiratory problems, is caused by a recessive allele Copyright © 2009 Pearson Education, Inc. 13.10 CONNECTION: The Hardy-Weinberg equation is useful in public health science

84.  The frequency of individuals with this disease is approximately q 2 = 1/3300 = 0.0003 –The frequency of the recessive allele is q =.0174 or 1.7%  The frequency of heterozygous carriers of cystic fibrosis is 2pq = 2 x 0.983 x 0.017 = 0.034  Around 3.4% of Caucasian Americans are carriers for cystic fibrosis Copyright © 2009 Pearson Education, Inc. 13.10 CONNECTION: The Hardy-Weinberg equation is useful in public health science

85. MECHANISMS OF MICROEVOLUTION Copyright © 2009 Pearson Education, Inc.

86. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population  If the five conditions for the Hardy-Weinberg equilibrium are not met in a population, the population’s gene pool may change –Mutations are rare and random and have little effect on the gene pool –If mating is nonrandom, allele frequencies won’t change much (although genotype frequencies may) Copyright © 2009 Pearson Education, Inc.

87. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population  The three main causes of evolutionary change are –Natural selection –Genetic drift –Gene flow Copyright © 2009 Pearson Education, Inc.

88. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population  Natural selection –If individuals differ in their survival and reproductive success, natural selection will alter allele frequencies –Consider the boobies: Would webbed or nonwebbed boobies be more successful at swimming and capturing fish? Copyright © 2009 Pearson Education, Inc.

89. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population  Genetic drift –Genetic drift is a change in the gene pool of a population due to chance –In a small population, chance events may lead to the loss of genetic diversity Copyright © 2009 Pearson Education, Inc.

90. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population  Genetic drift –The bottleneck effect leads to a loss of genetic diversity when a population is greatly reduced –For example, the northern elephant seal was hunted to near extinction in the 1700s and 1800s –A remnant population of fewer than 100 seals was discovered and protected; the current population of 175,000 descended from those few seals and has virtually no genetic diversity Copyright © 2009 Pearson Education, Inc.

91. Original population

92. Original population Bottlenecking event

93. Original population Bottlenecking event Surviving population

95.  Genetic drift –Genetic drift produces the founder effect when a few individuals colonize a new habitat –The smaller the group, the more different the gene pool of the new population will be from the gene pool of the original population Copyright © 2009 Pearson Education, Inc. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population

96.  Gene flow –Gene flow is the movement of individuals or gametes/spores between populations and can alter allele frequencies in a population Copyright © 2009 Pearson Education, Inc. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population

97.  Four moose were taken from the Canadian mainland to Newfoundland in 1904. These two males and two females rapidly formed a large population of moose that now flourishes in Newfoundland. Which mechanism is most likely to have contributed to the genetic differences between the mainland and Newfoundland moose? –Gene flow –Founder effect –Novel mutations Copyright © 2009 Pearson Education, Inc. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population

98.  The fossil remains of pygmy (or dwarf) mammoths (1.5 m to 2 m tall) have been found on Santa Rosa and San Miguel Islands off the coast of California. This population of pygmy mammoths is descended from a population of mammoths of normal size (4 m tall). Dwarfing is common in island populations and is not the result of chance events. What mechanism do you think best accounts for the decrease in mammoth size on these islands? –Gene flow –Genetic drift –Natural selection Copyright © 2009 Pearson Education, Inc. 13.11 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population

99. 13.12 Natural selection is the only mechanism that consistently leads to adaptive evolution  An individual’s fitness is the contribution it makes to the gene pool of the next and subsequent generations  The fittest individuals are those that pass on the most genes to the next generation Copyright © 2009 Pearson Education, Inc.

101.  Stabilizing selection favors intermediate phenotypes, acting against extreme phenotypes  Stabilizing selection is very common, especially when environments are stable 13.13 Natural selection can alter variation in a population in three ways Copyright © 2009 Pearson Education, Inc.

102.  Directional selection acts against individuals at one of the phenotypic extremes  Directional selection is common during periods of environmental change, or when a population migrates to a new and different habitat Copyright © 2009 Pearson Education, Inc. 13.13 Natural selection can alter variation in a population in three ways

103.  Disruptive selection favors individuals at both extremes of the phenotypic range –This form of selection may occur in patchy habitats Copyright © 2009 Pearson Education, Inc. 13.13 Natural selection can alter variation in a population in three ways

104. Original population Frequency of individuals Original population Evolved population Phenotypes (fur color) Stabilizing selectionDirectional selectionDisruptive selection

105. 13.14 Sexual selection may lead to phenotypic differences between males and females  In many animal species, males and females show distinctly different appearance, called sexual dimorphism  Intrasexual competition involves competition for mates, usually by males Copyright © 2009 Pearson Education, Inc.

107. 13.14 Sexual selection may lead to phenotypic differences between males and females  In intersexual competition (or mate choice), individuals of one sex (usually females) are choosy in picking their mates, often selecting flashy or colorful mates Copyright © 2009 Pearson Education, Inc.

110.  The excessive use of antibiotics is leading to the evolution of antibiotic-resistant bacteria  As a result, natural selection is favoring bacteria that are resistant to antibiotics –Natural selection for antibiotic resistance is particularly strong in hospitals –Many hospital-acquired infections are resistant to a variety of antibiotics Copyright © 2009 Pearson Education, Inc. 13.15 EVOLUTION CONNECTION: The evolution of antibiotic resistance in bacteria is a serious public health concern

111.  The fruit fly Drosophila melanogaster has an allele that confers resistance to DDT and similar insecticides  Laboratory strains of D. melanogaster have been established from flies collected in the wild in the 1930s (before the widespread use of insecticides) and the 1960s (after 20 years of DDT use) Copyright © 2009 Pearson Education, Inc. 13.15 EVOLUTION CONNECTION: The evolution of antibiotic resistance in bacteria is a serious public health concern

112.  Lab strains established in the 1930s have no alleles for DDT resistance; in lab strains established in the 1960s, the frequency of the DDT-resistance allele is 37% Copyright © 2009 Pearson Education, Inc. 13.15 EVOLUTION CONNECTION: The evolution of antibiotic resistance in bacteria is a serious public health concern

113.  Some fruit flies evolved resistance to DDT in order to survive—true or false? Copyright © 2009 Pearson Education, Inc. 13.15 EVOLUTION CONNECTION: The evolution of antibiotic resistance in bacteria is a serious public health concern

114.  Alleles for DDT resistance may have been present but rare prior to DDT use—true or false? Copyright © 2009 Pearson Education, Inc. 13.15 EVOLUTION CONNECTION: The evolution of antibiotic resistance in bacteria is a serious public health concern

115.  Alleles for DDT resistance arose by mutation during the period of DDT use because of selection for pesticide resistance—true or false? Copyright © 2009 Pearson Education, Inc. 13.15 EVOLUTION CONNECTION: The evolution of antibiotic resistance in bacteria is a serious public health concern

116. Copyright © 2009 Pearson Education, Inc.  Why doesn’t natural selection act to eliminate genetic variation in populations, retaining only the most favorable alleles?  Diploidy preserves variation by “hiding” recessive alleles –A recessive allele is only subject to natural selection when it influences the phenotype in homozygous recessive individuals –For example, cystic fibrosis 13.16 Diploidy and balancing selection preserve genetic variation

117.  Balancing selection maintains stable frequencies of two or more phenotypes in a population  In heterozygote advantage, heterozygotes have greater reproductive success than homozygous –For example, sickle-cell anemia Copyright © 2009 Pearson Education, Inc. 13.16 Diploidy and balancing selection preserve genetic variation

118.  In frequency-dependent selection, two different phenotypes are maintained in a population –For example, Indonesian silverside fishes  Some variations may be neutral, providing no apparent advantage or disadvantages –For example, human variation in fingerprints Copyright © 2009 Pearson Education, Inc. 13.16 Diploidy and balancing selection preserve genetic variation

120. 1.Selection can only act on existing variation –Natural selection cannot conjure up new beneficial alleles 2.Evolution is limited by historical constraints –Birds arose as the forelimb of a small dinosaur evolved into a wing Copyright © 2009 Pearson Education, Inc. 13.17 Natural selection cannot fashion perfect organisms

121. Wing claw (like dinosaur) Feathers Teeth (like dinosaur) Long tail with many vertebrae (like dinosaur)

122. 3.Adaptations are often compromises 4.Chance, natural selection and the environment interact Copyright © 2009 Pearson Education, Inc. 13.17 Natural selection cannot fashion perfect organisms